Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia
By Zhongjun Cao, A. Bishop, Helen Forgasz. 2006
61 citations recorded by the source corpus.
This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/73d717301b03ed5ea75340c80ad08411eb7358d1
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In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Factors Affecting Students’ Attitude toward Mathematics: A Structural Equation Modeling Approach (2017, methodology): “Perceived Parental Influences (PPI) and Classroom Instruction (CI) are drawn as reflective constructs based on the decision criteria of reflective or formative measurement model by Jarvis et al. (2003) and MacKenzie et al. (2005).”